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Introduction to Statistics
5
Statistical Analysis
Statistics, Mathematics, and Measurement A Statistical Flow Chart
In the first four chapters of the text, we have focused on concerns of research design: the scientific method, types of research, proposal elements, measurement types, defining variables, and problem and hypothesis statements. But designing a plan to gather research data is only half the picture. When we complete the gathering portion of a study, we have nothing more than a group of numbers. The information is meaningless until the numbers are reduced, condensed, summarized, analyzed and interpreted. Statistical analysis converts numbers into meaningful conclusions in accordance with the purposes of a study. We will spend chapters 15-26 mastering the most popular statistical tools. But you must understand something of statistics now in order to properly plan how you should collect your data. That is, the proper development of a research proposal is dependent on what kind of data you will collect and what statistical procedures exist to analyze that data. The fields of research design and statistical analysis are distinct and separate disciplines. In fact, in most graduate schools, you would take one or more courses in research design and other courses in statistics. My experience with four different graduate programs has been that little effort is made to bridge the two disciplines. Yet, the fields of research and statistics have a symbiotic relationship. They depend on each other. One cannot have a good research design with a bad plan for analysis. And the best statistical computer program is powerless to derive real meaning from badly collected data. So before we get too far into the proposal writing process, some time must be given to establishing a sense of direction in the far-ranging field of statistics.
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I: Research Fundamentals
Descriptive Statistics
Descriptive statistical procedures are used to describe a group of numbers. These tools reduce raw data to a more meaningful form. Youve used descriptive statistics when averaging test grades during the semester to determine what grade youll get. The single average, say, a 94, represents all the grades youve earned in the course throughout the entire semester. (Whether this 94 translates to an A or a C depends on factors outside of statistics!). Descriptive statistics are covered in chapters 15 (mean and standard deviation) and 22 (correlation).
Inferential statistics
Inferential statistics are used to infer findings from a smaller group to a larger one. You will recall the brief discussion of population and sample in chapter 2. When the group we want to study is too large to study as a whole, we can draw a sample of subjects from the group and study them. Descriptive statistics about the sample is not our interest. We want to develop conclusions about the large group as a whole. Procedures that allow us to make inferences from samples to populations are called inferential statistics. For example, there are over 36,000 pastors in the Southern Baptist Convention. It is impossible to interview or survey or test all 36,000 subjects. Round-trip postage alone would cost over $21,000. But we could randomly select, say, one percent (1%) or 360 pastors for the study, analyze the data of the 360, and infer the characteristics of the 36,000. Inferential procedures are covered in chapters 16, 17, 18, 19, 20, and 21.
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Chapter 5
Introduction to Statistics
Statistical Flowchart
Accompanies explanation on pages 5-4 to 5-7 in text
1
Relationships Between Variables Interval/Ratio? Ordinal? Nominal?
2
Differences Between Groups Interval/Ratio? Ordinal?
I/R
3
2 Vars 3+ Vars
5
2 Dicho* 1 Var 2 Vars
6
1 Group 2 Groups 2+ Groups
6c One-Way ANOVA
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2 Groups 3+ Groups
2 Ranks 3+ Ranks
4b Kendall's W
4a Spearman rho ()
Kendall's
tau ()
Point Biserial
Sample mean and Population mean - known, or n>30 Sample mean and Population mean - unknown
7c Kruskal-Wallis H test
ASSOCIATION
*Dichotomous - two and only two categories
DIFFERENCE 5-3
I: Research Fundamentals
You have chosen a similarity study. Statistical procedures that compute coefficients of similarity or association or correlation (synonymous terms) come in four basic types. The first type computes correlation coefficients between interval or ratio variables. The second type computes correlation coefficients between ordinal variables. The third type computes correlation coefficients between nominal variables (or, at the very least, at least one of the two is nominal). The fourth type is a special category which computes a coefficient of independence between nominal variables. If your data is interval or ratio, then go to -3- below. If your data is ordinal, then go to -4- below. If your data is nominal, then go to -5- below.
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Chapter 5
Introduction to Statistics
-3bInterval\ratio Correlation with 3+ Variables The procedure we will study which analyzes three or more interval/ratio variables simultaneously is multiple linear regression. This procedure is quickly becoming the dominant statistical procedure in the social sciences. With this procedure, you develop models which relate two or more predictor variables to a single predicted variable. We will confine our study to understanding the printouts of a statistical computer program called SYSTAT. See Chapter 26.
Just like the interval/ratio procedures above, ordinal correlation procedures come in two types.
-4aOrdinal Correlation with 2 Variables The two procedures which compute a correlation coefficient between two ordinal variables are Spearmans rho (rs) and Kendalls tau (). Spearmans rho should be used when you have ten or more pairs of rankings; Kendalls tau when you have less than ten. Both measures give you the same information. If you had pastors and ministers of education rank order seven statements of characteristics of Christian leadership, you would compute the degree of agreement between the rankings of the two groups with Kendalls tau. See Chapter 22. -4bOrdinal Correlation with 3+ Variables Kendalls Coefficient of Concordance (W) measures the degree of agreement in ranking from more than two groups. Using our example above, you could compute the degree of agreement in rankings of pastors, ministers of education and seminary professors using Kendalls W. See Chapter 22.
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I: Research Fundamentals
male, 15% female] to determine if class enrollment fits well the expected enrollment. The Chi-square Test of Independence compares two nominal variables to determine if they are independent. Are educational philosophy (5 categories) and leadership style (5 categories) independent of each other? When you want to determine the strength of the relationship between the two nominal variables, use Cramers Phi (c). This procedure computes a Pearsons r type coefficient from the computed value. See Chapter 23.
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Chapter 5
Introduction to Statistics
interaction among the independent variables. See Chapter 25. If the groups are related, use the Repeated Measures Analysis of Variance. (Not discussed in this text.)
Summary
In this chapter we introduced you to statistical analysis. We linked statistics to the process of research design. We looked at two major divisions of statistics. We separated the practical application of statistical procedures from the need for higher level mathematics skills. We differentiated statistical differences by measurement type. And finally, we laid out a mental map of statistical procedures we will be studying so that you can determine which procedures might be of use to you in your own proposal.
Vocabulary
correlation coefficient Cramers Phi descriptive statistics Factorial ANOVA Goodness of Fit Indep't Samples t-test Inferential statistics Kendalls tau Kendalls W Kruskal-Wallis H Test Linear Regression Mann-Whitney U Test Matched Samples t-test Multiple Regression one-sample z-test one-sample t-test One-Way ANOVA Pearsons r a number which reflects the degree of association between two variables measures strength of correlation between two nominal variables measures population or sample variables two-way, three-way ANOVA compares observed counts with expected counts on 1 nominal variable tests whether the average scores of two groups are statistically different INFERS population measures from the analysis of samples correlation coefficient between two sets of ranks (n < 10) correlation coefficient among three or more sets of ranks non-parametric equivalent of ANOVA establishes the relationship between one variable and one predictor variable non-parametric equivalent of the independent t-test tests whether the paired scores of two groups are statistically different establishes the relationship between one variable and multiple predictor variables tests whether a sample mean is different from its population mean (n > 30) tests whether a sample average is different from its population average tests whether average scores of three or more groups are statistically different correlation coefficient between two interval/ratio variables
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I: Research Fundamentals
Phi Coefficient Point Biserial Rank Biserial Spearmans rho Test of Independence Two Sample Wilcoxin Wilcoxin Matched Pairs
correlation coefficient between two dichotomous variables correlation coefficient between interval/ratio variable and dichotomous variable correlation coefficient between ordinal variable and dichotomous variable correlation coefficient between two sets of ranks (n > 10) chi-square test of association between two nominal variables non-parametric equivalent of independent t-test non-parametric equivalent of matched samples t-test
Study Questions
1. Differentiate between descriptive and inferential statistics. 2. Consider your own proposal. Review the types of data (Chapter 3). List several statistical procedures you might consider for your proposal. Scan the chapters in this text which deal with the procedures youve selected. 3. Give one example of each data type (Review Chapter 3). Identify one statistical procedure for each example you give.
____ 1. Difference between fathers and their adult sons on a Business Ethics test. ____ 2. Whether learning style and gender are independent. ____ 3. Analysis of six predictor variables for job satisfaction in the ministry. ____ 4. Difference in Bible Knowledge test scores across three groups of youth ministers. ____ 5. Prediction of marital satisfaction by self-esteem of husband. ____ 6. Relationship between number of years in the ministry and job satisfaction score. ____ 7. Difference in anxiety reduction between treatment group I and treatment group II. ____ 8. Correlation between rankings of objectives of the School of Religious Education by pastors and ministers of education.
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